The purpose of this study is to investigate the relationship between each of the PM-leadership patterns and a member's emotion toward his leader. To measure the member's emotion toward his leader, the authors used his perceptual responses to a photograph of his leader on the size-distance table. As a result, those members who worked under the PM and M leadership loaded the positive emotionality to the photograph of their leader, and those who worked under the P leadership loaded the negative emotionality to it.

View full abstract

In search of an explanation of rather frequent discrepancy between leader's role behavior and members' perception of his leadership function and their relations to the group productivity 30 fiveperson groups of junior high school pupils were asked to perform a simple repetitive task under the supervision of a classmate leader who had been selected on the basis of his predisposition [(P) or (M)] assessed by a guess-who test and whose role behavior [type P, M, or O] had been prescribed by the experimenter and trained in advance. Members' perception of leadership functions, motivation to work, attraction to the group and group productivity under the six experimental conditions [(P) P, (P) M, (P) O, (M) F, (M) M, and (M) O] were compared. Major findings are: (1) predisposition (M) is easily perceived as constituent of M-function, whereas (P) can hardly be perceived as P-function without an aid of role behavior P; (2) there are two kinds of forces affecting group productivity, which are operative through some pre or semi-conscious processes, one originating from leader's role behavior and the other from his predisposition.

View full abstract

The purpese of the present study is to investigate personality perception in dyadic peer relations from the view point of cognitive consistency theory, the basic principle of which is that there is a tendency toward consistency maintenance within the P-O-X system.
According to this theory, Hypotheses 1-a through 1-c were constructed on the basis of relationships between P-O and Assumed similarity, Perceived similarity, Real similarity, and Accuracy, all of which were constructed from the discrepancy scores that existed between and pair among self-image, other-image, and self-image through other. Hypothesis 2 was constructed on the basis of relationships between P-O and the scores of self-image and other-image.
The research on the questionnaire was conducted on October 27 and on November 5, 1969. At the first session, each of 96 girls of the first grade of Yokohama Kyoritsu Gakuen Junior High School was required to answer the sociometric test for the purpose of constructing a set of P-O relationships. At the second session, the girls were required to take Self-Differential scale test, developed by Nagashima and his associates (1967), in terms of the following three criteria: 1) the subject's own self-image, 2) the other-image of a friend appointed for her by the experimenter, and 3) an evaluation of the subject's own self-image as rated by the appointed friend.
The conclusions derived from the results were as follows:
1) When there existed positive interpersonal feelings in a dyadic peer relation, the person perceived the other-image more similar to her own self-image than when there existed negative interpersonal feelings.
2) At the same time, when there existed positive interpersonal feelings in the dyadic peer relation, the person gauged her own self-image as perceived by the other, to be more similar to her own self-image than when there existed negative interpersonal feelings.
3) The one who had more positive personal feelings in the dyadic peer relation perceived the other-image more similar to her own than in the case of one who had more negative personal feelings.
4) A person who had more Positive personal feelings perceived the other-image more similar to the other's own perception than occurred with the case one who had more negative personal feelings.
5) Either of the dyads estimated her own self-image as perceived by the other differently from the other's perception when they had mutually divergent personal feelings.
6) Self-image does not depend on the interpersonal relations, while the other-image, at least in part, does depend on the personal feelings toward other. This is to say that if personal feelings toward other is negative, the other-image tends to be more negatively perceived than the other's own self-image.

View full abstract

The purpose ef this study is to examine Aronson & Carlsmith's hypothesis concerning risk taking behavior from the point of view of achievement motivation, using anagram solution task. Used as subjects were 47 high school girls. As independent variable, expectancy and performance were operated, and four (2×2) experimental conditions were provided. The hypotheses were as follows. (1) In risk taking behavior, a high expectancy-high performance condition is the riskiest, and a low expectancy-high performance condition comes next. A high expectancy-low performance condition, along with low expectancy-low performance condition, may be conservative, but the former may be riskier than the latter. (2) Therefore, in actual performance after risk taking, a high expectancy-high performance condition comes first, followed by a low expectancy-high performance condition and high expectancy-low performance condition in the order mentioned, with a low expectancy-low performance condition at the bottom.
Analysis of variance showed that performance (p<. 01) affects risk taking behavior more than expectancy (p<. 025) does, and that the interaction is not significant. This result indicates that the Aronson & Carlsmith's hypothesis is not applicable to risk taking behavior. Which means that the hypothesis (1) was supported. It was found that in those groups in which expectancy and performance coincide, the effects of expectancy and performance combine to affect risk taking behavior, whereas in those groups in which expectancy and performance do not coincide, risk taking behavior was dominated mainly by successful experiences, irrespective of expectancy and performance.
Futhermore, no significant relationship was found between performance expectancy and actual performance, and between risk taking behavior and actual performance. Thus, the hypothesis (2) was not supported.

View full abstract

Six five-person and 12 ten-person groups of high school girls were asked to engage in a simple and repetitive task. After a coacting work session (5min. ×5 trials) half of the 10-person groups elected their group leader. Then, all the groups (including other leaderless groups) proceeded to another session with the same task, but this time, in a belt production style. Group norms concerning the production level were measured in terms of Jackson's return potential model before the fist session, between the two sessions and after the second session. Comparison and analysis of these data (together with other data on other variables) revealed: (1) small sized groups maintained their production level relatively constant despite of the technical change, hence stable group norms; (2) of the larger groups, whose production levels proved more liable to the technical impact, leaderless groups showed greater difficulty to reform their group norms, whereas those groups with the elected leader changed the norms in accord with the change in their actual production level.

View full abstract

This study was designed to investigate the differential effects of experimenter verbal instructions based on P and M leadership patterns in PM leadership theory on subject's psychomotor performance and blood pressure.
Sixteen senior high school girls were divided into two groups randomly. Mirror drawing test was tried ten times, and at the same time blood pressure was measured. Two groups were tested with P or M instructions: P instructions emphasized the speed and accuracy of mirror drawing test, and M instructions were intended to reduce the subject's tension and anxiety.
The main results were as follows:
1. As regards task performance, it was found that speed was accelerated by P instructions, but accuracy was not improved. M instructions accelerated accurate performance.
2. In blood pressure, it was increased by mirror drawing test. But under P instructions an increase in Systolic and Diastolic blood pressure was greater than under M instructions. Especially, its difference was conspicuous in Diastolic blood pressure.

View full abstract